Bibliography: American Indians Rights (page 67 of 75)

This bibliography is reformatted and customized by the Center for Positive Practices for the Water Protectors . Info website. Some of the authors featured on this page include Salem. Compensatory Education Section. Oregon State Dept. of Education, Susan Gann, Ottawa (Ontario). Ministry of the Solicitor General, Donnarae MacCann, Gloria Woodard, James A. Wilson, Doris Jones, Robert M. Worthington, Linda K. Kerber, and Joel Spring.

de Varona, Frank; And Others (1989). Hispanics in U.S. History. Volume 1: Through 1865. Volume 2: 1865 to the Present. The Newcomers Series. Each of these two textbooks on Hispanic-American history contains 4 units divided into 20 chapters. Each chapter includes an overarching question; text; reading comprehension questions; study tips; an activity involving geography skills, links between past and present, or daily life; an activity involving arts and technology or using primary sources; a short biography; and questions for critical thinking. Volume 1 units cover: (1) Spain and the New World, Spanish explorers in North America, conquest of Mexico and Peru, and Spanish colonies; (2) the settlement of La Florida, New Mexico, Arizona, Texas, and California; (3) Spanish gain and loss of Louisiana, 18th-century Spanish explorers, Spanish heroes in the American Revolution, and daily life in Spanish America; and (4) U.S.  acquisition of Florida, independence of Mexico, independence of Texas, the Mexican War, and Hispanics in the Civil War. Volume 2 units cover: (1) post-Civil War, the Spanish-American War, Hispanic immigration, and World War I; (2) the Great Depression, World War II, progress after World War II, and the Korean and Vietnam Wars; (3) the civil rights movement, Cuba and the Dominican Republic, and contributions and present status of Puerto Ricans, Mexican-Americans, Cuban-Americans, and other Hispanics; and (4) Hispanic-Americans in public life, including business and labor, politics, federal government, arts, sports, and science and technology. Each volume contains an index, a glossary, timelines, maps, graphs, and many photographs. Descriptors: American Indian History, Answer Keys, Hispanic American Culture, Hispanic Americans

Brazeau, Karen; And Others (1990). Special Education and Special Student Services. Status Report. The four sections of this report use text, graphs, and tables to present the status of Oregon programs providing special education, compensatory education, student services, early childhood education, and special projects. The first section, on special education, provides the mission statement and the state's goals for special education and then presents data for school-based programs for students with mild mental retardation, serious emotional disturbance, specific learning disabilities, and speech/language impairments. Additional state-operated and/or state-supported programs including hospital programs, regional programs, private agency education programs, trainable mental retardation programs, the talented and gifted program, and early intervention are also described. Data on the two state schools for individuals with blindness or deafness are presented next. The second section covers compensatory education programs including the Chapter I program, the Indian education program, programs for limited English proficient students and for migrant education, the state disadvantaged child project, Title IV civil rights programs, and measures for homeless children and youth. Section III on student services and early childhood education describes the Child Development Specialist position, residential youth care centers, student retention activities, the parent education program, the Oregon prekindergarten program, guidance and counseling programs, student activities, and health services. The last section covers special projects such as Oregon's secondary special education and transition program, the Study of Serious Emotional Disturbance, and the Very Special Arts Program. Descriptors: American Indian Education, Ancillary School Services, Compensatory Education, Disabilities

Alberta Dept. of Education, Edmonton. (1985). Native Education in Alberta Schools. This two-part document outlines the Alberta government's proposed policy statement and presents Native peoples' views on the education of the more than 23,000 Native students that attend Alberta provincial schools. Based on discussions with Native people, information gathered from 180 meetings, and letters and papers, Alberta's Native Education Policy Statement outlines ways in which educational needs and personal aspirations of Native students can be met, opportunities for Native people to help shape the education of their children and help young people reach their potential, and opportunities for all students in schools throughout Alberta to develop an awareness and appreciation of various Native cultures and their contributions to society. Consensus of Native educational perspectives is reflected in sections describing the purpose of education and the role of the school for Native students, the programs of studies for Native students, the delivery of education to Native students, and the roles, rights and responsibilities in Native education. Each section of this portion of the report presents a brief review of the discussions and submissions received, along with statements of principles, recommendations, and implications.   [More]  Descriptors: Access to Education, American Indian Education, Canada Natives, Citizen Participation

Franco, Jere (1993). Empowering the World War II Native American Veteran: Postwar Civil Rights, WICAZO SA Review. "Promised" by the Dawes Act of 1887, U.S. citizenship was finally granted to all Native Americans in 1924 and reaffirmed in 1940 as World War II and military service loomed. Nevertheless, six states prevented Indians from voting until the 1950s. Since then, Indian political participation and voting power have grown, particularly in some western states. Descriptors: American Indian History, American Indians, Citizenship, Empowerment

Sanders, Beverly (1979). Women in American History: A Series. Book One, Women in the Colonial Era and The Early American Republic 1607-1820. The document, one in a series of four on women in American history, discusses women in the Colonial Era and the Early American Republic (1607-1820). Designed to supplement high school U.S. history textbooks, five chapters are devoted to women who were both famous and those who were not well known. Chapter I focuses on women in the founding days. Pocahontas, poet Anne Bradstreet, and religious dissenter Anne Hutchison are discussed. The plight of female indentured servants and black slaves is portrayed through writings and advertisements from that period. Chapter II covers women, family, and home in colonial times. The lives of black, white, and Native American women are contrasted. Chapter III focuses on colonial occupations of women. Diary excerpts depict lives of female shopkeepers, plantation managers, printers, doctors and midwives, innkeepers, and school mistresses. Chapter IV, "Women in the American Revolution," discusses the Daughters of Liberty groups and the role of women in the war effort. Chapter V is concerned with the rights of women during this era. Letters and diaries portray women who questioned their subordinate role in society, marriage, and education. The chapter concludes, however, that by the 19th century, the passive, ornamental lady set forth in ladies' books and female academies was becoming the ideal of femininity. Questions and suggested activities are provided at the end of each chapter.   [More]  Descriptors: American Indians, Blacks, Colonial History (United States), Females

Jones, Doris; And Others (1997). Working with Navajo Parents of Exceptional Children. Undergraduate students at Northern Arizona University interviewed and surveyed 20 staff members at Kayenta Unified School District (KUSD) on the Navajo Reservation and 14 parents of exceptional Navajo children enrolled in KUSD. Both groups were asked to identify challenges affecting the working relationship between parents and school on a rural reservation, the effective techniques used by KUSD in contacting and working with parents, and potential elements that could strengthen school-parent interactions. The staff indicated that the major challenges were geographic distance and sensitivity to cultural differences in discourse. Parents were generally satisfied with the district's efforts but indicated a need for more communication at the secondary level. Staff and parents felt that the use of home liaisons, bilingual Navajo staff members who make home visits, was a powerful technique for enhancing active communication between school and parents. Treating parents with respect, encouraging their continued assistance in their child's education, and assisting them in understanding parental rights were considered essential. The parents appreciated KUSD efforts to meet transportation needs of exceptional students and to connect families with related services or medical attention through local agencies. Among staff's seven suggested improvements were increased training for parents, obtaining parents' viewpoints and feelings, and including a parent participation component in school activities. Among parents' four recommendations were having more informational meetings and providing more pamphlets, handouts, and awareness training to parents.   [More]  Descriptors: American Indian Education, Cultural Awareness, Disabilities, Elementary Secondary Education

Bureau of Indian Affairs (Dept. of Interior), Window Rock, AZ. (1979). Elementary Guidance Program. Navajo Area. A program designed to assist guidance staff in working with Navajo elementary school students, particularly boarding school students, is presented in this booklet with emphasis directed toward meeting both individual and group needs in the areas of home living, student activities, and counseling. The first section gives 14 separate functions of student guidance (develop a positive self-image, promote a safe, pleasant environment, provide career/vocational awareness experience, etc.) and lists the elements inherent in each function. The section on home living discusses such topics as dormitory administration and operation, in-service staff training, personal development of students, and parental and community involvement. Minimum standards for the boarding school are outlined, including those for furniture, equipment, and desirable qualities for sleeping quarters, living rooms, rumpus areas, and kitchens. The section on student activities seeks to develop an understanding of the functions of a student activities program and to indicate ways of concentrating and coordinating efforts. It discusses the operational philosophy of such programs and suggests total school cooperation in such activities as clubs, student government, intra-mural activities, trips, arts and crafts, and social activities. The final sections discuss counseling responsibilities and techniques, exceptional children, student rights and responsibilities, suggested guidance activities, and elements of evaluation.   [More]  Descriptors: American Indian Education, Ancillary School Services, Boarding Schools, Counseling

Worthington, Robert M. (1984). Report to the Secretary on the Department of Education's Rural Education Activities: Fiscal Year 1984. Volume I. Highlights listed for the Department of Education's Intra-Agency Committee on Education's third year include issuance of the national rural education policy statement (October 1984), sponsorship of a national forum on rural education with 697 attendees (June 1984), formation of a Subcommittee on Rural Education Data, continued liaison with other departments and organizations interested in rural education, and increased activities resulting from the Committee's leadership and the policy statement. This volume includes the policy statement, entitled "Rural Education and Rural Family Education Policy for the 80's," a list of Committee members, and minutes of FY84 Committee meetings. The major part of the document consists of reports from 15 Department of Education offices listing their rural education activities and including: the title of each activity and its purpose; the section(s) of the rural education policy statement addressed by the activity; the scope, starting/ending dates, target audience, and procedure; products; legislation/administrative authority; and funding sources. The offices represented are: vocational and adult education; elementary/secondary education; special education and rehabilitative services; bilingual education and minority languages affairs; educational research and improvement; postsecondary education; legislation and public affairs; The Under Secretary; management; planning, budget, and evaluation; FICE/Rural Education Subcommittee; private education; regional liaison unit; General Counsel; and civil rights.   [More]  Descriptors: Adult Programs, Agency Cooperation, American Indian Education, Bilingual Education Programs

Sandoval, Carmel, Comp.; Gann, Susan, Comp. (1977). Bilingual Education Resource Guide. Reference and Resource Series. The successful implementation of bilingual/multicultural education programs depends, at least in part, on the availability of information on legislation, funding, teacher education, and program evaluation. This volume contains current descriptions and listings of resources essential to the functioning of any bilingual education program. Contents include a discussion of bilingual education in Public Law 93-380, a consideration of state bilingual education programs, an outline for a comprehensive education plan, background leading to Lau vs. Nichols, a directory and discussion of the activities of the CACTI (Cultural Awareness Center Trilingual Institute) Advisory/Evaluative Committee, a review of the Emergency School Aid Act funding of bilingual programming, a list of bilingual programs and grants in institutions of higher education and of civil rights activities general assistance centers, selective educational bibliographies of information and resources useful in Mexican American education and Native American education, and a guide to teacher education programs for bilingual-bicultural education in U.S. colleges and universities.   [More]  Descriptors: American Indians, Bibliographies, Biculturalism, Bilingual Education

Oregon State Dept. of Education, Salem. Compensatory Education Section. (1976). Racial & Ethnic Survey '75-'76. Based on data obtained from a statewide survey conducted in the fall of 1974, this report documents the 1975-76 racial and ethnic distribution of pupils and employees in Oregon public education agencies. All school districts provided data concerning pupil distribution in each school and staff distribution in 115 districts (73% of the schools) and various intermediate education districts. Tabular data include: enrollment patterns for statewide totals from 1969 through 1975; comparison of students in K-12 with students in grade 12; school districts with "substantial racial minority student enrollments" and staffing patterns (administration and certified staff); schools which are "racially isolated"; schools nearing "racial isolation"; totals by county, grade, and school district; and full-time and part-time staff totals. A section on equal educational opportunity and perspectives provides information on desegregation, integration, and the law, State authority, and the State education department's responsibility. This section focuses on the development and rationale of contemporary equal educational opportunity themes and the relationship of the concept to current Oregon Department of Education–Title IV Civil Rights Act activities.   [More]  Descriptors: American Indians, Asian Americans, Black Students, Enrollment

Kerber, Linda K. (1983). The Impact of Women on American Education. Intended for use in preservice teacher education programs, this unit provides an overview of the role that women have played as educators. The publication is designed to help future teachers become knowledgeable about issues of sexism and skilled in approaches to alleviating this problem in schools. The sections are chronological. Section 1, "Colonial Women as Educators, 1600-1776," examines early private schools and differences in educating females and males. Section 2, "Educating Citizens for the Republic, 1776-1860," discusses the development of mass education, the growth of the female seminary, the role of women in teaching, women's rights, and educating black children in antebellum America. The third section, "The Reshaping of Mass Public Education, 1865-1900," deals with the feminization of teaching, vocational education, women's access to higher education, the social settlement house, and the rise of the kindergarten. In section 4, "Teaching as a Career in the Twentieth Century, 1900-1960," teachers' organizations, progressive education, new opportunities for black women and racial integration of public schools are discussed. The fifth section, "Toward Non-Sexist Schools, 1960-1980," deals with sex discrimination in teaching and changes in educational policy. Section 6 contains a brief summary. Discussion questions and related activities are provided at the conclusion of the publication. Ninety-seven references are included.   [More]  Descriptors: American Indians, Blacks, Colonial History (United States), Educational Change

Ministry of the Solicitor General, Ottawa (Ontario). (1996). Community Development and Research. Aboriginal Peoples Collection = Developpement Communautaire et Recherches. Collection sur les Autochtones. This report provides Canadian Aboriginal communities with information and resources for carrying out participatory action research and applying the results to community development. Presented in English and French, the report is based on a literature review and a 2-day focus group involving 14 community development experts, Aboriginal community members, academic researchers, and federal agency staff. Part 1 defines the elements of community-controlled development, discusses the role of the federal government in Aboriginal community development, and recommends community action materials. Examples include innovative community-based solutions to family violence and abuse and development of a tribal justice system and a community-based youth court. Part 2 examines research issues, focusing on the community's relationship with outside researchers and consultants, decisions about research needs and relevance, funding, and research ethics. This section also presents steps in doing a community research project: deciding on what research and why; getting started (community involvement and conflicts, research setting, university technical assistance); applying research to community development (politics of research, perils of publication, using community resources); and using consultants and outside resources. A short directory defines typical funding criteria and lists funding guides, funding sources for Aboriginal communities, financial assistance for Aboriginal people pursuing legal studies or human rights education or research, and funding for cross-cultural training related to Aboriginal justice. Focus group participants and their addresses are listed.   [More]  Descriptors: Action Research, American Indian Education, Canada Natives, Community Action

Wilson, James A., Comp. (1974). Tejanos, Chicanos & Mexicanos: A Partially Annotated Historical Bibliography for Texas Public School Teachers. Intended for classroom teachers on the secondary level, the historical bibliography cites 581 publications which can be obtained from bookstores, public and university libraries, and through inter-library loans. Although the materials, published between 1899 and 1973, stress Texas themes, material on the greater Southwest and the nation is included. The materials are divided into 10 sections. The first two sections consider reference works and general studies. Sections three through nine are devoted to the following chronological periods: the period before the white man came to Mexico and Texas; 1519-1821; 1821-1836; 1837-1848; 1848-1920; 1920-1945; and 1945 to the present. The concluding section is a catch-all which presents sociological and literary works, as well as classroom aids. Each section includes an introduction which conveys some general knowledge of the period and its significance. Entries are numbered and, in most cases, annotated; volumes available in paperback form are identified by the symbol (p). Topics include myths, missions, settlements, life and law, Indian policy, politics, government, the War of 1836 in Texas, manifest destiny, Anglo-American colonization, economics, immigration and labor, depression and deportation, educational conditions and needs, civil rights, attitudes, trends of and reactions to immigration, self-images, and mental health. An author index is provided.   [More]  Descriptors: American Indians, Biculturalism, Bilingualism, Braceros

MacCann, Donnarae, Ed.; Woodard, Gloria, Ed. (1977). Cultural Conformity in Books for Children: Further Readings in Racism. In this book, multicultural education, book selection criteria, racism in specific books, and methods of handling racist materials are discussed from Chicano, Puerto Rican, Asian, Black and Native American perspectives. The 26 selections were written by librarians, anthropologists, community planners and educators. All of the articles expose monocultural and biased practices in the educational system. In Part I, educators summarize the arguments against conformity, while the Council on Interracial Books for Children relates such arguments to the children's library profession. In Part II, members of the Third World, or those working in conjunction with them, talk about criteria and about specific books. Selected reviews illustrate the method of criticism employed by many Third World members. The final section deals with the complex problem of handling racist children's books. The readings show how librarians are taking specific action to increase cultural authenticity, reduce discrimination, and cope with the complexities of censorship and community participation. A culturally pluralistic orientation is advocated for libraries, based on a realistic assessment of cultural bias, the rights of the community, and the essential ingredients in the child's developing self esteem. A selected bibliography of additional readings on racism and multicultural education is also included. Descriptors: American Indians, Asian Americans, Bias, Blacks

Spring, Joel (1994). The American School 1642-1993. Third Edition. This comprehensive and up-to-date history of American education encourages critical thinking by offering alternative interpretations of each major historical period. It shows how educational history is nested within and shaped by the larger forces, including mass media, that shape the dissemination of knowledge and power within society. Discussions by other scholars and everyday citizens are integrated to help contextualize the narrative. New chapters in this edition describe and analyze the social, political, and economic forces behind the policies that govern how African Americans, Native Americans, Asian Americans, Mexican Americans, and Puerto Ricans have been and are being educated in the United States. An expanded analysis examines the role of mass media; and current discussions consider issues such as national standards, school choice, and equal education. Chapter 6, "Education as Deculturalization: Native Americans and Puerto Ricans," and chapter 7, "Education and Segregation: Asians, African Americans, and Mexican Americans," highlight issues of concern in a discussion of urban schools, as does chapter 13, "The Great Civil Rights Movement." Chapter 14, "Education and National Policy," considers the cold war and the war on poverty and their effects on national educational policy. Descriptors: American Indians, Asian Americans, Black Education, Economic Factors

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